Research data management services in academic research libraries and perceptions of librarians

Carol Tenopir,Robert J Sandusky,Suzie Allard,Ben Birch

doi:10.1016/j.lisr.2013.11.003

Abstract

The emergence of data intensive science and the establishment of data management mandates have motivated academic libraries to develop research data services (RDS) for their faculty and students. Here the results of two studies are reported: librarians' RDS practices in U.S. and Canadian academic research libraries, and the RDS-related library policies in those or similar libraries. Results show that RDS are currently not frequently employed in libraries, but many services are in the planning stages. Technical RDS are less common than informational RDS, RDS are performed more often for faculty than for students, and more library directors believe they offer opportunities for staff to develop RDS-related skills than the percentage of librarians who perceive such opportunities to be available. Librarians need opportunities to learn more about these services either on campus or through attendance at workshops and professional conferences.

Highlights

Science has entered a “fourth paradigm” that is more collaborative, more computational, and more data intensive (Hey, Tansley, & Tolle, 2009a) than the previous experimental, theoretical, and computational paradigms
In order to investigate the effects of variances in sizes and types of libraries, four demographic characteristics of the parent institution were used: number of full-time equivalent (FTE) students, number of tenure-track and tenured faculty, number of National Science Foundation (NSF) grants typically awarded per year, and type of institution
No other data informational service is currently offered by a majority of libraries, but consulting on data management plans, consulting on metadata creation, creating guides, and discussing research data services (RDS) with patrons are planned in a majority

Summary

Introduction

Science has entered a “fourth paradigm” that is more collaborative, more computational, and more data intensive (Hey, Tansley, & Tolle, 2009a) than the previous experimental, theoretical, and computational paradigms This emerging scientific paradigm is often referred to as e-science or e-research (Hey, Tansley, & Tolle, 2009b). The results of investigations into (a) librarians' RDS practices in U.S and Canadian academic research libraries and (b) the RDS-related library policies in the same type of libraries are reported here. These studies establish a baseline assessment of the RDS involvement of individual librarians as well as libraries as institutions. The results inform and enable practitioners, administrators, and educators to make strategic RDS plans in academic research libraries and guide the evolution of curricula in LIS education

Methods

Results

Discussion

Conclusion